The Effect of Teacher Supervision Through Standard TPD Model on Different Components of Professional Development of Iranian EFL Experienced versus Novice Teachers
الموضوعات :
Ashraf Montaseri
1
,
Reza Pajoohan Doost
2
,
Davood Ghahramani
3
1 - Department of English Language, Faculty of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of English Language, Garmsar Branch, Islamic Azad University, Garmsar, Iran
3 - Assistant Prof., Dept. of English Language, Garmsar Branch, Islamic Azad University, Garmsar, Iran
الکلمات المفتاحية: Four-stage supervision model, Novice and experienced EFL teachers, Standard TPD Model, Teachers’ professional development (TPD), Teacher supervision,
ملخص المقالة :
Previous studies in the Iranian EFL context reported that supervisors apply autocratic observation and restrict teachers without providing any helpful recommendations, they also claimed that EFL teachers supposed supervisors as fault finders and supervision practices as paperwork. The purpose of this study is to examine the effect of a new four-stage teacher supervision model through a Standard TPD Model on different components of professional development of Iranian EFL experienced versus novice teachers. The participants of the study were 100 novice and 100 experienced male and female EFL teachers with different academic degrees from different regions of Alborz Province. After the distribution of the TPD questionnaire, the participants’ classes were observed, and appropriate feedback was given, A gathering was held, and all the information regarding the procedure of a TPD course was declared. After that, the participants attended a TPD course through which all the components and subcomponents of the standard TPD model were taught theoretically and practically, thereafter the second series of observations were carried out, and the same TPD questionnaire was distributed again. Finally, 30 experienced and 30 novice teachers as representatives of the population were randomly interviewed. Quantitative results revealed that supervision through the Standard TPD Model had a significantly positive effect on all the main and sub-components of professional development in the Iranian experienced and novice EFL teachers and the two groups were not significantly different, except for the sub-component of lesson presentation. This study had some implications for the policy-makers, school principals, teacher supervisors, and teachers.
Amini, S., & Gholami, J. (2018). Professional Development of EFL Teachers through Rotatory Peer Supervision. Journal of Teacher Education for Sustainability, 20(2), 101-117.
Arjmand, F., Shabani, M. B., Khani, R., & Zarei, A. A. (2021). A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 13(28), 39-59.
Azizpour, S., & Gholami, J. (2021b). EFL teacher-supervisors’ attitudes toward supervision in Iranian language schools. Iranian Journal of English for Academic Purposes, 10(1), 16-34.
Azizpour, S., & Gholami, J. (2021c). Exploring EFL Teachers’ Attitudes Toward Teacher Supervision in Iranian Language Schools. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 9(2), 105-125.
Baniabdelrahman, A. A. (2004). Roles of cooperating teachers and practicum supervisors and their effect on EFL student-teachers’ teaching skills. Asian EFL journal, 6(3).
Brandon, J., Hollweck, T., Donlevy, J. K., & Whalen, C. (2018). Teacher supervision and evaluation challenges: Canadian perspectives on overall instructional leadership. Teachers and teaching, 24(3), 263-280.
Chen, C. W.-Y., & Cheng, Y.-s. (2013). The Supervisory Process of EFL Teachers: A Case Study. Tesl-Ej, 17(1), n1.
Danielson, C., & McGreal, T. L. (2000). Teacher evaluation to enhance professional practice. Ascd.
Diacopoulos, M. M., & Butler, B. M. (2020). What do we supervise for? A self-study of learning teacher candidate supervision. Studying Teacher Education, 16(1), 66-83.
Eryilmaz, A., & Mutlu, T. (2017). Developing the Four-Stage Supervision Model for Counselor Trainees. Educational Sciences: Theory and Practice, 17(2), 597-629.
Esia-Donkoh, K., & Ofosu-Dwamena, E. (2014). Effects of educational supervision on professional development: perception of public basic school teachers at Winneba, Ghana. British Journal of Education, 2(6), 63-82. www.eajournals.org
Estaji, M., & Ghiasvand, F. (2022). Classroom Supervision and Professionalism: Matches and Mismatches in the Perceptions of Novice and Experienced Teachers. Applied Research on English Language, 11(3), 1-36.
Gebhard, J. G. (1990). The Supervision of Second and Foreign Language Teachers. ERIC Digest.
Ghoshooni, A. (1995). The survey in quality of training courses in-services at High schools in Tehran. Unpublished Master's Thesis In Persian, Tarbiyat Moallem University.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2005). The basic guide to supervision and instructional leadership. Pearson/Allyn & Bacon Boston.
Guerriero, S. (2017). Pedagogical Knowledge and the Changing Nature of the Teaching Profession. OECD. https://doi.org/doi:https://doi.org/10.1787/9789264270695-en
Hoque, K. E., Bt Kenayathulla, H. B., D/O Subramaniam, M. V., & Islam, R. (2020). Relationships between supervision and teachers’ performance and attitude in secondary schools in Malaysia. Sage Open, 10(2), 2158244020925501.
Janssens, F. J., & van Amelsvoort, G. H. (2008). School self-evaluations and school inspections in Europe: An exploratory study. Studies in educational evaluation, 34(1), 15-23.
Karanfi̇l, F., & Atay, D. (2020). The Well-Being of Novice State School Teachers in the Mentoring Programme in Turkey: A Narrative Inquiry. Shanlax International Journal of Education, 9(1), 56-67.
Khany, R., & Azimi Amoli, F. (2016). Validating an English language teacher professional development scale in Iranian EFL context. Issues in Language Teaching, 5(1), 134-107.
Lee, J. F.-K. (2009). Perceptions of ELT among English Language Teachers in China. Education Journal, 37, 137-154.
Mette, I. M., Aguilar, I., & Wieczorek, D. (2020). A thirty state analysis of teacher supervision and evaluation systems in the ESSA era. Journal of Educational Supervision, 3(2), 105.
Moradi, K., Sepehrifar, S., & Khadiv, T. P. (2014). Exploring Iranian EFL teachers’ perceptions on supervision. Procedia-Social and Behavioral Sciences, 98, 1214-1223.
Nolan, J., & Hoover, L. A. (2007). Teacher Supervision and Evaluation: Theory into Practice. Wiley. https://books.google.com/books?id=zRlbAAAACAAJ
Pawlas, G. E., & Oliva, P. F. (2007). Supervision for Today's Schools. Wiley. https://books.google.com/books?id=5VdyDwAAQBAJ
Rahmany, R., Hasani, M. T., & Parhoodeh, K. (2014). EFL teachers’ attitudes towards being supervised in an EFL context. Journal of Language Teaching and Research, 5(2), 348-359.
Teddlie, C., Stringfield, S., & Burdett, J. (2003). International comparisons of the relationships among educational effectiveness, evaluation and improvement variables: An overview. Journal of personnel evaluation in education, 17, 5-20.
Tesfaw, T., & Hofman, R. (2012). Instructional Supervision and Its Relationship with Professional Development: Perception of Private and Government Secondary School Teachers in Addis Ababa. Online Submission.
Zepeda, S. J., & Ponticell, J. A. (1998). At cross-purposes: What do teachers need, want, and get from supervision? Journal of Curriculum and Supervision, 14(1), 68.
